Planning, monitoring and evaluation of educational quality indicators: the case of two programs at the Autonomous
Abstract
This article analyses the indicators of educational quality in two undergraduate programs of recent creation in the Faculty of Architecture of the Autonomous University of Sinaloa. Dropping out of school, academic performance, teacher performance, and institutional care taking are indicators that determine, in part, the quality of educational programs. The curricular design of this educational offer and courses planning are product of a process of collective analysis of the teachers staff. At the conclusion of the first two semesters school dropouts in the career of Atmosphere Interior Design is 33% and in Urban Design and Landscape is 14%. Low academic performance is found in the cohort 2013-2018 of Interior Design and Decoration, and in 2013-2018 cohort of Urban Design and Landscape low and medium performance in the first and second term respectively. There is very low and low correlation between academic performance, performance and Teacher seniority. In the case of antiquity and teacher performance a trend is detected to a negative correlation.
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